Design Technology

TECHINCAL EDUCATIONIntroduction The inclusion of technical courses in the curriculum at Prince Andrew School contributes to the development of the individual and provides for the development of essential life skills. Technical education and familiarity with the creation and properties of man-made things in our society is as important to the holistic education of our students. The concept of design based technical courses with its resources and implications form a wide ranging imaginative and creative area of study that fulfils a very real need within the curriculum.Aims The Design and Technology Department aims to contribute to the education of boys and girls through the development of: *Knowledge *Skills *AttitudesKnowledge *Experience of processes, techniques, materials, tools and equipment. *Description of shape, proportion and colour through aesthetics. *Health and Safety. *Manufacturing processes. *Appropriate jobs and further education opportunities.Skills (a) Communication: *Ability to use Technical language *Ability to use reference books and technical literature *Communication of ideas and information through oral, written and graphical forms. *Use of calculations involving measurements and cost. (b) Practical: *Dexterity and coordination *Ability to select and use with confidence and safety, materials, tools and machines. (c) Reasoning: *Ability to think clearly and logically *Ability to analyse and discriminate *Identify useful information *Exercise judgementAttitudes (a) To Oneself: *Readiness to make decisions and exercise initiative. *Ability to sustain interest for a substantial period of time *Understanding of individual strengths and weaknesses *Development of safe methods of working *Development of accuracy and pride in craftsmanship *Development of interests, hobbies and leisure activities (b) To Others: *Acceptance of reasonable supervision and control *Responsibility when working alone and unsupervised *Cooperation in group work towards a common goal *Interaction with people of different backgrounds and ages *Economical use of time and resources. (c) To the Environment: *Respect and care for the working environment *respect and care for materials, tools and other equipment *Awareness of the need to conserve natural resources The overriding aim of the Technology department at Prince Andrew School would be: “To develop, through the acquisition of Knowledge, skills and attitudes, the full potential of the Individual.”﻿Foundation Courses for Key Stage 3 - Years 7-9 September

Foundation courses within the first, second and third Year 7-9 are set up on a modular basis. In all three year groups the students are divided into four equal mixed ability groups. All students experience the four areas of Design & Technology education in Key Stage 3; these areas include: Woodwork, Metalwork, Technical Drawing/Graphics and Plastics. Other materials are also explored for example: manufactured board and card board. All courses are project based where drawing and design form an important part of the course. We follow these key processes; Design, Making, Testing, Evaluating and Assessment.

These are the key skills in preparing the student for Key Stage 4 in IGCSE Design and Technology. Presentation and tidiness of all paperwork is strongly encouraged and very important in the design requirements. All courses are run over a period of 10 weeks each. At the end of each course the students rotate to the next module. Each student has a design folder containing all their design work and with an analysis form which keeps track of their progress and levels of achievements.Course ContentWoodwork (year 7-9) The modules/projects currently being used with the year groups on this course is a Boxed Game Year 7, Stand Year 8 and Rack Year 9. The students are given the initial brief, and over a period of about four weeks work through a process of design on A4 sheets. The Brief is deliberately quite tight so that the students cannot become too diverse in their final solutions. The specific skills and processes are design, templates, preparation of timber, marking out processes, joint construction and finishing techniques are our main objectives for the practical element of the course. Suitable constructional techniques are required where the specific joints should include cross halving/lap and housings. Metalwork (year 7-9) The projects/modules are; metalwork (pendants, key fobs, bangles) in year 7. Hooks and hangers year 8, and year 9 cloisonné jewellery. The skills involved are; design, templates, preparation of metal, marking out processes, joint construction and finishing techniques are our main objectives for the practical element of the course. The students are given the initial brief, and over a period of about four weeks work through a process of design on A4 sheets. The Brief is deliberately quite tight so that the students cannot become too diverse in their final solutions.Technical drawing (year 7-9)Again this is a new course to foundation students. Students are introduced to the drawing equipment used for the subject and follow a series of set exercises. These exercises cover a range of drawing skills from geometry, isometric, oblique, perspective, Logos, freehand stretching, crating, texture, polygons, circles, colour, developments, systems & controls and orthographic. The teaching of these skills is vital for key stage 4 IGCSE.Plastics (year 7-9) The projects/modules are; Year 7 - Photo Holder, Year 8 - Tooth Brush Holder, Year 9 – Vacuum forming a small desk tidy The students are given the initial brief, and over a period of about four weeks work through a process of design on A4 sheets. The Brief is deliberately quite tight so that the students cannot become too diverse in their final solutions.The skills involved are; Design, templates, Preparation of plastics, (Acrylic) marking out processes, joint construction vacuum forming and finishing techniques are the main objectives for the practical element of the course.

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